As the survival of children with cancer has greatly improved, quality of life is becoming an important issue [1]. Health status and school life are closely related to short- and long-term quality of life in children who have survived cancer [2]. Many authorities address quality of life issues, including education, and encourage rapid return to school [2-5]. In Korea, children and adolescents with cancer or chronic diseases are provided with special educational programs, such as hospital schools or web-based education [6]. Supported and funded by the Ministry of Education and local governments, those programs cover education courses from elementary to high school during long-term absence from school [6]. It is widely known that children and adolescents with cancer or those who have survived the disease face challenges when they return to school, such as increased anxiety, impaired social competence, fewer friends, and poor self-esteem [2,7]. Childhood cancer survivors in Korea reported that they do not have enough time to study, or are not physically capable of catching up with their schoolwork, and felt lacking social skills [8]. Frequently suggested causes are long-term school absence and the neurocognitive and psychosocial effects of cancer treatments [2,3,7]. Moreover, the parents of children and adolescents with cancer are burdened with the dual duties of “traditional parenting” and being “communicators.” They are often caught between the health care and educational systems, communicating pertinent information regarding medical needs to the school, and school concerns to the medical team.

Studies have investigated Korean childhood cancer survivors’ school experiences [8-12]. Korean society and culture are different from Western societies, with prevalent social prejudice, discriminatory attitudes toward cancer patients, and highly competitive academic environments [8,9,13]. Such social environments could pose more challenges for both children and parents on the former’s return to school. Korean pediatric oncologists are taking leading roles in hospital school programs and have come together with children and their parents against the challenges at the time of returning to school. Recently, a growing need has been felt for a support program that can successfully bridge the gap between hospital school and “real” school [2,14,15]. To facilitate the establishment of such a program, we aimed to assess parental perceptions of the challenges faced by their children when they return to school during or after cancer treatment.

This study is the largest case series in Asia, surveying 210 parents of children who returned to school during or after cancer therapy. Many studies on school return after cancer have been conducted by psychologist, social workers, school teachers, or nurses [5,8,9,14,15,16]. However, this survey was initiated by pediatric oncologists, who can improve clinical practices to better integrate individualized education plans and educate peers and teachers to improve health literacy, helping them understand the needs of children with cancer that go beyond the disease. We found that while Korean parents perceive their children’s return to school as satisfactory, they want a professional program engaging a wider range of personnel, such as psychologists or social workers, for better emotional or psychosocial support.

Most parents answered that upon their children’s return after cancer therapy, schools were supportive. For a successful return to school, hospital school communication is necessary, with special focus on providing information about the impact of cancer and treatment on a child’s school life [2,16-18]. Most of the parents participating in this survey were open to some information being shared within the school community. Many parents reported that their communication with teachers was good. Most parents (83.1%) perceived teachers as having a good understanding about their children’s condition, and 55.9% of parents perceived that school peers had a good level of understanding about cancer. The 28% difference in understanding levels between teachers and peers suggest that information regarding a child suffering from cancer is largely communicated between teachers and parents. Or, peers could not have fully understood the impact of the cancer and its treatment because of their immature intellectual abilities. To facilitate better communication between children/families, peers, and teachers, school visits by hospital personnel to educate peers and teachers might be helpful [2,16,17].

We observed that parents’ attitudes toward their children’s academic achievement changed after their return to school. In our survey, 7.7% of parents (16 of 208) answered that they were concerned about academic performance before the return to school. When asked about the professional school return program, 27% of parents (56 of 208) replied that academic support to facilitate catching up on what has been missed is the most important element. Generally, parents are more concerned about academic performance than their children [19]. During cancer therapy, academic success becomes a lower priority compared with the child’s physical health, psychological adjustment, and overall well-being. As for school, many parents are primarily concerned with their children’s overall educational experience, placing less emphasis on academic attainment. However, on their children’s return to school after cancer, parents realize that poor educational attainment negatively impacts long-term quality of life and employment opportunities [20]. Survivors of childhood cancer report difficulties in reading, language, and arithmetic skills [19]. Learning difficulties are a direct result of cancer therapy, such as intensive chemotherapy or brain damage from surgery or radiotherapy [21]. In the majority of children with cancer, frequent or extended absenteeism from school results in poor attainment of foundational knowledge and impedes comprehension of higher-level knowledge when they return to school [3,18]. During long-term absenteeism from school, Korean children and adolescents with cancer continue their educational attainment either by attending hospital schools or through video lectures [6]. In Korea, many students take private tutoring lessons aside from school to improve academic achievement because parents tend to feel that individualized academic support (i.e., tutoring) is necessary for their children to adjust to the competitive academic environment [9]. For a child returning to school after cancer therapy, a professional program that can bridge the gap between hospital school programs and real school is necessary [2,16-18]. The current hospital school programs are aimed at helping children keep up with the regular Korean curriculum [6]. Although they include various subjects, such as music or arts, they are focused on the acquisition of knowledge and improvement of scholastic aptitude. This is contrary to what parents’ desire; their responses indicate that emotional or psychosocial support is what is necessary for a successful return to school. The current hospital schools and video lecture system involve three parties, that is, childrenparents, medical personnel, and school authorities. This needs to be further developed into a school return program, engaging a wider range of personnel, such as psychologists or social workers.

Our study has several limitations. First, differences in challenges and needs according to cancer type and school grades were not analyzed, since the survey did not include questions regarding the age, type of cancer, school grade (elementary or middle) at cancer diagnosis. Second, a selection bias might exist regarding the parents who answered the questionnaire. The 210 parents were only a small fraction of the parents of children with cancer and the majority was high school/college graduates who lived in the city area.

In conclusion, Korean parents perceived their children’s schools as supportive and their school life as satisfactory, despite some challenges on returning to school during or after cancer therapy. Parents wanted emotional or psychosocial support to be added to the current educational supporting systems (hospital schools or video lecture programs) for a successful return to school. For pediatric oncologists, the areas of potential intervention identified through this study are (1) improvement in pediatric oncology practices to better integrate individualized education plans and (2) education for peers and teachers to improve health literacy to make them understand the needs of children with cancer that go beyond the disease.